Unit: East Asian Languages & Literatures
Program: Korean (BA)
Degree: Bachelor's
Date: Thu Nov 15, 2018 - 4:07:25 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. [SLO1: ORAL] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways.

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report)

2. [SLO2: READING] Read and comprehend texts written in Korean from a variety of genres and contexts (e.g., newspapers, essay collections, novels).

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

3. [SLO3: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Korean.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)

4. [SLO4: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

5. [SLO5: RESEARCH] Conduct independent research on topics in Korean literature and/or linguistics, and effectively communicate the results.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

6. [SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Korean samples.

(1a. General education, 1b. Specialized study in an academic field)

7. [SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Korean literature, both pre-modern and modern.

(1a. General education, 1b. Specialized study in an academic field)

8. [SLO8: LITERATURE] Analyze and interpret works of Korean poetry, prose, and drama, read both in translation and in the original Korean, using terms appropriate to each genre.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

9. [SLO9: LITERATURE] Situate and evaluate Korean literature in its social, historical, intellectual, and religious contexts.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

10. [SLO FLAGSHIP1: SPEAKING] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

11. [SLO FLAGSHIP2: SPEAKING] Express opinions and ideas by using professional-level vocabulary and formal expressions

(1a. General education, 1b. Specialized study in an academic field)

12. [SLO FLAGSHIP3: READING] Read and comprehend professional-level Korean materials from a variety of genres and contexts (e.g., newspaper or internet articles, books, etc.)

(1a. General education, 1b. Specialized study in an academic field)

13. [SLO FLAGSHIP4: LISTENING] Listen, comprehend and analyze Korean audio/video materials from a variety of genres and contexts (e.g., news, documentary, talk shows, etc.)

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report)

14. [SLO FLAGSHIP5: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in Korean only

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)

15. [SLO FLAGSHIP6: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

16. [SLO FLAGSHIP7: RESEARCH] Conduct independent research on students major-related topics in Korean, and effectively communicate the results

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: https://www.hawaii.edu/eall/korean/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: https://www.hawaii.edu/eall/korean/kor-courses/
Other: http://koreanflagship.manoa.hawaii.edu/programs/m-a-in-korean-for-professionals/
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

  • An exit survey was administered to graduating Korean BA students including students’ self- assessments of SLOs.
  • Capstone papers were collected to assess students’ ability to conduct research until 2017.
  • ACTFL OPI test was taken to assess students’ speaking skills.
  • TOPIK test was taken to assess students’ reading, listening, and writing skills.
  • Routine assessment tests were incorporated into the curriculum for better assessment.
  • Curriculum was modified to enhance students’ oral proficiency (SLO1, SLO FLAGSHIP 1, SLO FLAGSHIP 2)

 

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

[Korean Flagship BA] 

  • OPI test: 20(19) students
  • Test of Proficiency in Korean (TOPIK):  16(10) students
  • Capstone paper: 35 papers
  • Exit survey: 33, 33 graduating students were invited to participate in an exit survey including self-reports of SLO achievements

 

[Korean regular BA]

  • Exit survey: 33, 35 graduating students were invited, of which 33 participated in an exit survey including self-reports of SLO achievements

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other:

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

[Flagship Korean BA Exit Survey]

  • SLO FLAGSHIP1, SLO FLAGSHIP2: 15 out of 19 students received advanced-low or higher in OPI, no level specified for 1 student
  • SLO FLAGSHIP3, SLO FLAGSHIP4, SLO FLAGSHIP5: 9 out of 10 students scored level 5 or higher, no level specified for 6 students
  • SLO FLAGSHIP6, SLO FLAGSHIP7: 35 out of 35 students successfully submitted their capstone papers.  34 out of 35 students passed without revision, and 1 paper passed following a revision.
  • Exit survey result: 33 out of 33 graduating students participated in the exit survey

SLO FLAGSHIP1: 33 out of 33 students responded that their achievement was adequate or higher (100%).

SLO FLAGSHIP2: 32 out of 33 students responded that their achievement was adequate or higher (97%).

SLO FLAGSHIP3: 33 out of 33 students responded that their achievement was adequate or higher (100%).

SLO FLAGSHIP4: 32 out of 33 students responded that their achievement was adequate or higher (97%).

SLO FLAGSHIP5: 32 out of 33 students responded that their achievement was adequate or higher (97%).

SLO FLAGSHIP6: 32 out of 33 students responded that their achievement was adequate or higher (97%).

SLO FLAGSHIP7: 32 out of 33 students responded that their achievement was adequate or higher (97%).

 

[Regular BA Exit Survey]

 

  • Exit survey: 33 out of 35 students responded to SLO1, 32 responded to rest of the SLOs

SLO1: 25 out of 32 students responded that their achievement was adequate or higher (78%).

SLO2: 30 out of 32 students responded that their achievement was adequate or higher (94%).

SLO3: 29 out of 32 students responded that their achievement was adequate or higher (90%).

SLO4: 30 out of 32 students responded that their achievement was adequate or higher (94%).

SLO5: 31 out of 32 students responded that their achievement was adequate or higher (97%)

SLO6: 31 out of 32 students responded that their achievement was adequate or higher (97%).

SLO7: 24 out of 32 students responded that their achievement was adequate or higher (75%)

SLO8: 25 out of 32 students responded that their achievement was adequate or higher (78%).

SLO9: 30 out of 32 students responded that their achievement was adequate or higher (94%).

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

15) Please briefly describe how the program used the results.

[For both Korean regular BA and Flagship BA]

  • A fourth-year Advanced Korean course, KOR 411 (3 credits), was opened regularly to help students increase oral fluency and accuracy, with an emphasis on formal speaking.
  • To fully meet students’ needs and to shorten their study duration, one 8 credit KOR 205 (KOR 201 +KOR 202) and one 6-credit 305 (KOR 301 & 302) were offered during the summer sessions.

 

[Flagship specific]

  • To improve students’ oral proficiency, non-credit free talking sessions were implemented.
  • Student participated regularly in externally developed assessment tests (TOPIC and OPI).
  • Each student was assigned a Faculty advisor and the results of the assessment tests were used to provide individual consultation and advising.

 

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

  • Other than the exit survey, which is a self-assessment of SLOs, Korean Flagship BAs are now assessed on regularl basis (3 times a year; fall, spring, summer) using OPI (SLO FLAGSHIP1, 2), TOPIK (SLO FLAGSHIP 3,4,5). The results are used to provide individual counseling, advising, and curriculum development.
  • 32 out of 33 Korean Flagship students who have graduated since 2015 felt they had achieved all SLOs adequately or higher.

 

17) If the program did not engage in assessment activities, please justify.

N/A